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What is Academic and Career Guidance Content?
What is Academic and Career Guidance Content?
Academic and Career Guidance Content (ACGC) is mandatory content for all Quebec students from Grade 5 to Secondary 5. It explicitly addresses the QEP's Broad Area of Learning: "Career Planning and Entrepreneurship". The content focusing on the themes "Self-Knowledge", "Knowledge of the World of School" and "Knowledge of the World of Work" as a continuum over the course of seven school years and is grounded in specific and observable Learning Strategies leading to explicit Expected Student Learning Outcomes (ESLO). Although the time allotted to each ESLO is not specified, it generally requires about 3 hours of class time to cover each content item.
Continuum of academic and career guidance content (ACGC).pdfIn what order should the content be taught and when is it mandatory?
In what order should the content be taught and when is it mandatory?
There are six ACGC items for Elementary Cycle 3 and six ACGC items for Secondary Cycle 1. These content items can be taught in any order. However, most schools have found that there is a logical distribution of these content items from one level to the next. In order to facilitate planning in your school, we propose that you present the ACGC as outlined in the tabs below. This is not prescriptive, and specific situations in your school may make it more appropriate to offer these content items in some other order. All content in Elementary Cycle 3 and Secondary Cycle 1 is mandatory, as of September 2019.
There are seven content items for Secondary Cycle 2. Of them, three are designated to be taught in Secondary 3. One Secondary 3 content item, usually the Draft of the Personal Profile, must be taught in the 2020-21 school year and all must be offered to all students, starting in the 2021-22 school year.
In 2020-21 one content item must be offered in Secondary 4 and one item in Sec 5. Full implementation for all grades is required in 2021-22.
What are the Learning Strategies?
What are the Learning Strategies?
“In a school setting, a learning strategy is a set of metacognitive or cognitive actions used in a learning situation in which students perform a task or learning activity for the purpose of carrying out operations on knowledge according to specific objectives” (Bégin 2008, 53) [Translation].
In the context of ACGC, the following Learning Strategies are included: Produce, Select, Compare, Develop, Anticipate, Organize, Self-regulate, and Verify.
Do Special Needs students need to learn the ACGC?
Do Special Needs students need to learn the ACGC?
In a word, yes. Because ACGC stems from the Broad Areas of Learning, all students must experience this content. Naturally, the material will need to be adapted or modified to match the abilities of some students.
Who is responsible for implementation?
Who is responsible for implementation?
School Principals
- Convene a School Team responsible for developing a coordinated approach to delivering the ACGC to all students
- Decide who will be responsible for teaching each of the ACGC items
- Decide which ACGC will be covered in each grade level
- Present Governing Board with the proposed plan for implementing ACGC
Governing Board
- Each year, approves the plan for implementing ACGC in the school
Non-Teaching Professionals
- Participate in the School Team and assure the accuracy of career and academic orientation information
- Assist teachers in developing engaging and accurate lessons that achieve the ELSO for each ACGC item
- Assist teachers in accessing career orientation resources such as MyBlueprint
- Coordinate between Cycles and schools to assure consistency in the delivery of ACGC from year to year and school to school
Teachers
- Participate in the school team and assure that ACGC is infused into required subjects in a meaningful way
- Choose the most effective approach to use so that all students have access to ACGC, either by using preexisting learning situations or by developing their own lesson plans that infuse the content into daily planning for academic subjects
- Collaborate with Non-Teaching Professionals in order to assure the accuracy of information about academic pathways and occupations
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